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skill acquisition Flashcards

1
Q

motor (movement) skill

A

special form of skills that require movement of the body or limbs

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2
Q

skill acquisition

A

is the science that underpins movement learning and execution and its more commonly termed motor learning and control

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3
Q

fundamental movement skills (FMS)

A

catch, kick, run, vertical leap, overhand throw, ball bounce, leap, dodge,punt

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4
Q

sports specific skills

A

are more complex than FMS and are often a sequence of FMS

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5
Q

cognitive stage

A

beginner stage- mentally trying to comprehend the movement required

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6
Q

cognitive stage - characteristic

A
  • substantial attention required
  • a lot of mistakes are made
    -difficulty understanding external cues
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7
Q

cognitive stage- type of practice

A

part practice, blocked practice

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8
Q

cognitive stage- suitable feedback

A

augmented - from a coach

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9
Q

associative stage

A

refine their technique and movement patterns

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10
Q

associative stage- characteristics

A

-increased awareness of external cues
-tactical information
- self correct errors

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11
Q

associative stage- type of practice

A

random/blocked

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12
Q

associative stage- types of feedback

A

augmented, internal starting to develop

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13
Q

autonomous stage

A

mostly automatic

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14
Q

autonomous stage- characteristics

A
  • little attention required
    -good use of intrinsic senses
  • focus on developing tactics
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15
Q

autonomous stage- type of practice

A

random

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16
Q

autonomous stage- type of feedback

A

internal, knowledge of performance

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17
Q

precision of movement

A
  • fine motor
  • gross motor
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18
Q

fine motor skills

A

the use of small muscle groups to perform skills that require precision

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19
Q

gross motor skills

A

the use of large muscle groups to perform skills that require strength, power, force

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20
Q

types of movement

A

-discrete
- serial
- continuous

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21
Q

discrete

A

involves movement of short duration and the skills have a clear beginning and end
e.g golf swing

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22
Q

serial

A

are a series of discrete skills linked together to create a more complex skill
e.g triple jump

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23
Q

continuous

A

have no clear beginning or end. movement may continue for as long as the performer wants. repetitive action of the movement
e.g swimming

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24
Q

predictability of the environment

A

-open
-closed

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25
Q

closed skills

A

are performed in predictable environment skills are self-paced. the athlete can decide when to start and stop.
e.e 10m indoor diver

26
Q

open skills

A

are performed in an unpredictable environment and are externally paced. change regarding the surroundings or opponents
e.g. general play in footy

27
Q

practice strategies
type

A

-part
-whole

28
Q

practice strategies
distribution

A

-massed
-distributed

29
Q

practice distribution

A

refers to the ratio of time spent actively practicing compared to time spent resting or listening

30
Q

masses practice

A

longer duration and less frequent sessions
e.g 2x60 minute sessions

31
Q

massed practice pros

A
  • more convenient
    -easier for team based skills
32
Q

massed practice cons

A

-may fatigue therefore losing motivation
- limited chance for feedback

33
Q

distributed practice

A

more frequent but shorter periods of practice
e.g 5x40 minute sessions

34
Q

distributed practice pros

A

-optimal for skill development and retention of the skill
-allows for reflections and time to ask questions
- decrease fatigue

35
Q

distributed practice cons

A

not practical due to the frequent sessions

36
Q

practice variability
blocked

A

repetitive practice of the same skill

37
Q

practice variability
blocked - characteristics

A
  • usually performed in isolation
    -very little practice variability
    -usually closed skills
    + learnt quickly but usually not able to be transferred to a game
38
Q

practice variability
blocked - learning stage

A

cognitive

39
Q

practice variability
random

A

practicing skills out of sequence (random order)

40
Q

practice variability
random characteristics

A
  • prepares them for games
  • develop strategies and tactics
  • effectively transfer from training to a game
  • lower skill error
41
Q

practice variability
random characteristics
learning stage

A

associative and autonomous

42
Q

part or whole training

A

part = breaking down complex skills to make them easier to learn (e.g triple jump)
whole= practicing the whole skill at once

43
Q

qualitative analysis
1. preparation

A
  1. critical features of a skill
  2. know your athlete (physiological and psychological)
    3.details of the observation
    4.effective instruction
44
Q
  1. observation type
    - digital recordings
A
  • ability to replay multiple times
  • athlete can observe themselves
    -slow down and pause
  • observed by multiple coaches
45
Q
  1. observation type
    - direct observation
A
  • subjectivity of the analyst
  • experience of the analyst
  • feedback method is singular
  • no recorded reference for comparison
    -dependent on memory
46
Q
  1. evaluation
A
  • identify positives and areas for improvements
  • only 4-8 critical features should be observed at a time
47
Q
  1. error correction
    modify practice
A

part or whole practice. perform skills in open or closed environment, massed or distributed

48
Q
  1. error correction
    exaggeration of overcompensation
A

over exaggerate certain aspects of a skill to emphasis technique

49
Q
  1. error correction
    visual model
A

instructor demonstrates or shows footage of correct technique

50
Q
  1. error correction
    manual guidance
A

instructor moves body parts through correct technique.

51
Q

sociocultural factors
family

A

-role modelling of parents
-family values
-financial support
- assistance accessing facilities

52
Q

sociocultural factors
cultural norms and beliefs

A

a strong cultural identity with sport leads to increased participation

53
Q

sociocultural factors
peers

A

people with active friends are more likely to participation in deliberate sport

54
Q

sociocultural factors
social support

A

individual with someone to be active with are more likely to participate

55
Q

sociocultural factors
gender

A

traditional girl sports v traditional boy sports
- lack opportunity in many sports for girls

56
Q

sociocultural factors
SES

A

low ses record lower lvls of physical activity - cant afford resources or registration

57
Q

sociocultural factors
local community

A

skill development can be influences by sport prevalence in local communities

58
Q

deliberate play

A

unsupervised learning environment where children devise their own interpretation of sport and competitions

59
Q

deliberate practice

A

highly structured usually overseen by a coach or teacher. develop specific FMS

60
Q

observational learning

A

learning via watching sport live or on tv

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